CAPDL Proponent POC: Bryan DeCoster P 845-938-5945€¦ · CAPDL Proponent POC: Bryan DeCoster...

CAPDL Proponent POC: Bryan DeCoster

Program Manager

[email protected] P 845-938-5945

Project Manager: Michael Shawn [email protected]

P 804-715-9021

Facilitator Guide Army Ethic Development Course

Lesson 0102 – Employ the Army Ethic

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Table of Contents

1. Overview ............................................................................................................................................... 5

1.1. Introduction .................................................................................................................................... 5

1.2. Purpose ........................................................................................................................................... 5

1.3. Learning Objectives ...................................................................................................................... 6

2. Lesson Preparation ................................................................................................................................ 7

2.1. Training Aids/Materials Needed .................................................................................................... 7

2.2. Training References ....................................................................................................................... 7

2.3. Additional Instructor Resources ..................................................................................................... 7

2.4. System Requirements .................................................................................................................... 7

3. Guidance Summary ............................................................................................................................... 9

3.1. Starting the Program ...................................................................................................................... 9

3.2. Using the Interface ....................................................................................................................... 10

3.2.1. Navigating the Lesson ....................................................................................................... 11

3.3. Conduct Lesson ............................................................................................................................ 11

4. Deliver the Lesson .............................................................................................................................. 12

4.1. Introduction and Objectives.......................................................................................................... 12

4.2. The Army Ethic ............................................................................................................................ 12

4.3. The Legal and Moral Foundations of the Army Ethic ................................................................. 13

4.4. Why and How We Serve .............................................................................................................. 14

4.4.1. Whiteboard – Why and How We Serve ............................................................................ 14

4.4.2. Video – Why and How We Serve ..................................................................................... 14

4.5. The Seven Army Values ............................................................................................................... 15

4.5.1. Whiteboard – The Seven Army Values ............................................................................. 15

4.6. IMI Lesson Summary ................................................................................................................... 15

5. Post Assessment – Video Case Study ................................................................................................. 16

5.1. Overview ...................................................................................................................................... 16

5.2. Video Case Study 1 – Officers ..................................................................................................... 17

5.2.1. Scenario One...................................................................................................................... 17

5.2.2. Scenario Two ..................................................................................................................... 18

5.2.3. Video Case Study 1 – Summary ........................................................................................ 21

5.3. Video Case Study 2 – Warrant Officers ....................................................................................... 22

5.3.1. Scenario One...................................................................................................................... 22

Army Ethic Development Course Facilitator Guide


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5.3.2. Scenario Two ..................................................................................................................... 23


5.4. Video Case Study 3 –Enlisted Soldiers ........................................................................................ 29

5.4.1. Scenario One...................................................................................................................... 29

5.4.2. Scenario Two ..................................................................................................................... 30


5.5. Video Case Study 4 – Army Civilians ......................................................................................... 36

5.5.1. Scenario One...................................................................................................................... 36

5.5.2. Scenario Two ..................................................................................................................... 37


6. CLOSING/SUMMARY ...................................................................................................................... 42

6.1. Learning and Reflection ............................................................................................................... 42

6.1.1. Learning ............................................................................................................................. 42

6.1.2. Reflection .......................................................................................................................... 42

7. TECHNICAL SOLUTIONS AND SUGGESTIONS ......................................................................... 43

7.1. Projecting for a Large Audience ................................................................................................... 43

7.2. Graphics/Color Issues ................................................................................................................... 43

7.3. Playback Problems ....................................................................................................................... 43

7.3.1. Video Skips and Hesitations .............................................................................................. 43

7.3.2. No Sound ........................................................................................................................... 43



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1. Overview

1.1. Introduction

This interactive lesson with fou r v ideo case s tud ies and facilitator’s guide is part of a broad effort

to educate Army professionals on strengthening the Army as a military profession by upholding moral

principles and values of the Army Ethic. The intent is for Army Professionals to be aware of and

understand the Army Profession doctrine and concepts, participate in an ongoing dialogue about the

Profession, and conduct themselves in a manner worthy of their status as trusted Army professionals.

The training shall provide the learner with a set of standardized foundational and personalized learning

competencies to fit the learner’s career and operational needs. This training shall include learning events that

cover the overarching levels of career development (i.e., initial entry, mid-grade, intermediate, and strategic)

using the continuous adaptive learning model instructional guidelines (TP-525-8-2). The training shall meet

AR350-1 requirements on Army Values for both institutional and operational training domains.

The content for this lesson was developed primarily for blended learning DL interactive multimedia

instruction (IMI) in an institutional resident or DL course or the operational environment on a standalone-

DVD or using the CAPE website. This facilitation guide provides information to allow for the option of

facilitated training by an instructor or leader.

The interactive instructional content uses stop motion animation drawing on a whiteboard, while the four

video case studies are scenario-based virtual simulations using live-action video with actors and decision

branching within the instructional content.

The exercises present challenges that mirror the complexity of daily interactions in the Army, while

inculcating, modeling, and upholding the Army Ethic and Values, to include how moral principles of the

Army Ethic are developed, assessed, and sustained. The exercises also present options for how the

protagonist can “give voice to their values”; in other words, when the learner knows what the right decision

or action is, how he or she can take the right action despite possible disincentives (e.g. possible effects on

career, friendship, senior-subordinate relationship, and self-interest). The four video case studies portray

ethical challenges within typical Army environments, such as operational and institutional units, on and off

duty, and garrison and deployed operations.

1.2. Purpose

The goal of this training is to provide morally relevant, situation-based learning that educates learners on the

Army Ethic and their responsibilities as trusted Army professionals.



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1.3. Learning Objectives

At the completion of this lesson, the student will:

ACTION: Employ the Army Ethic

CONDITION: This task can be performed under two conditions. The learner can be in a synchronous

classroom environment given ADRP 1 as a handout, scenarios, post-test, Smartboard, whiteboard, and

markers conducting a facilitated discussion about the Army Ethic. The learner can also be in an

asynchronous e-learning environment using a computer with internet access to perform the instruction

through distributed learning using the Army Ethic Development Interactive Media Instruction product

(http://cape.army.mil/tsp/).

STANDARD: The learner successfully makes decisions on an assigned scenario that upholds the Army

Ethic and Values. The learner has one attempt to retrain and meet the standard.

The learning objectives are listed below.

1. Describe the Army Ethic

2. Explain legal and moral foundations of the Army Ethic

3. Recognize the difference between moral-ethical and legal requirements

4. Relate the Army Ethic to why we serve

5. Relate the Army Ethic to how we serve

6. Describe the Seven Army Values

7. Employ the Army Values in real-world scenarios



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2. Lesson Preparation

This section provides information about materials required to facilitate this lesson.

2.1. Training Aids/Materials Needed

You will need the following materials and equipment to facilitate this lesson:

Army Ethic Development Course (http://cape.army.mil/tsp/) A/V equipment, screen, speakers, computer, as required

Whiteboard, poster board, and markers to list ideas or discussion items (optional)

Facilitator’s Guide

2.2. Training References

The following references are available to support the instruction in this lesson:

Army Doctrine Reference Publication (ADRP 1): The Army Profession (June 2015)

Army Profession Pamphlet 2017: Downloadable pdf on the Army Profession available at

http://cape.army.mil/brochures

CAPE Public Website: http://cape.army.mil.

2.3. Additional Instructor Resources

Facilitator Tools and Materials: Additional videos and techniques to help a trainer become a

more effective facilitator (CAPE Public Website: http://cape.army.mil/facilitator.php)

2.4. System Requirements

To play this program, you must have:

CPU - Intel Core i3 or equivalent

RAM - 4GB or greater

Sound Card - DirectX 11.0 compatible or integrated on board, external speakers are

recommended

Graphics/Media standards:

o Must support 1024x768 screen resolution

o GIF - Graphics Interchange Format

o JPEG - Joint Photographic Experts Group

o PDF - Portable Document Format

o SWF - Flash File Format

o FLV - Flash Video File

Hard Drive - 1 GB free storage area

Online access

o 512 kb/s Broadband Internet connection

http://cape.army.mil/tsp/

http://cape.army.mil/brochures

http://www.cape.army.mil/



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DVD access

o DVD-ROM Drive - quadruple-speed (4X) or faster with maximum access time of

250ms

Operating Systems - Windows 7 or higher, including the latest service packs and security

patches available

Web Browser – Internet Explorer 9, 10 or 11, Microsoft Edge

Required plug-ins:

o Adobe Flash Player 17.x

o Adobe Acrobat Reader XI (11.x)

Default Browser should include the following security configuration:

o Download signed ActiveX controls - “enabled”

o Download unsigned Active X controls - “disabled”

o Run ActiveX controls and plug-ins - “enabled”

o Allow Cookies - “enabled”

o Allow per-session Cookies - “enabled”

o Active scripting - “enabled”

o Scripting of Java applets - “enabled”

Mobile Browser should include the following

o Safari: Version 8.0, 9.0, 9.1, 10

o Android: Version 4.1, 4.2, 4.3, 4.4, 5.0, 5.1, 6.0, 7.0, 7.1

o Internet Explorer Mobile: Version 10.0, 11.0, Microsoft Edge

o Chrome: Version 43 or higher

Mobile Operating System should include the following

o iOS: Version 7.1.2, 8.4.1, 9.3.5, 10.0.2

o Android: Version 4.4, 5.1.1, 6.0, 6.0.1, 7.0, 7.1

o Windows Phone: 7.8, 8, 8.1, Windows 10 Mobile

Content will be viewed on mobile devices and be optimized for viewing in the following

screen configuration.

o Smart Phone: Portrait 320 x 480 Landscape 480 x 320

o Small Tablet: Portrait 600 x 800 Landscape 800 x 600

o Tablet: Portrait 760 x 1024 Landscape 1024 x 768



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3. Guidance Summary

This section provides guidance for lesson preparation, conduct, and follow-up.

1. Prepare

Locate your training site and determine if it has Internet capability. If there is Internet

capability at your training site, present and facilitate the session online. If there is no

Internet capability, you can download the entire lesson on DVD from the CAPE website

and play it from your computer.

Review the material on the CAPE website on reflective practice and the effective

facilitation of a small group development session.

Rehearse your role in the education and training session as a facilitator.

2. Conduct

Present the online or DVD-ROM learning simulation, pausing for decisions points and talking

points with associated screens as you progress through the presentation.

Encourage your group to be involved by asking discussion questions and facilitating further

discussion.

Lead your group in a reflective practice exercise to answer the following questions:

o What? (What learning concerning the Army Ethic and Values occurred during the

session?)

o So what? (Why does it matter?)

o Now what? (How will I use this information or new knowledge and apply it to my

situation or unit?)

3. Follow-up

Seek and leverage future opportunities to continue the discussion of the Army Ethic within your

team.

3.1. Starting the Program

This program can be played on a DVD or accessed via the Internet.

If you are using a DVD, the program should automatically launch in your default web browser when it

is inserted into your computer’s DVD drive. If your computer does not have the required version of

Adobe Flash, then you will automatically be prompted to install it. If the program does not self-start,

please complete the following steps:

Windows Users

1. Insert the program DVD into your DVD-ROM drive.

2. If it does not self-start within 30 seconds, follow these steps:

a. Open Windows Explorer (My Computer) and browse to your DVD drive.

b. Double-click “[start.html].”



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Mac Users

1. Insert the program DVD into your DVD-ROM drive.

2. Double click the program disc icon on your desktop (or browse to its location in the

Finder).

3. Double click “[start.html].”

This interactive simulation can also be accessed online by going to the homepage of the Center

for the Army Profession and Ethic (CAPE), which can be found at http://cape.army.mil. Select

the “Education and Training” tab, highlight “Training Support Packages,” and select “Army Ethic

Development Course.”

3.2. Using the Interface

The image below shows the graphical user interface (GUI) for the IMI lesson.

http://cape.army.mil/



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3.2.1. Navigating the Lesson

The table below lists the various controls and their functions in the GUI.

Control Function

Right arrow Moves to the next screen. You have to click NEXT

to leave text screens.

Left arrow Moves to the previous screen.

PLAY/PAUSE Plays or pauses the video.

RUNNING BAR Movie clips automatically play to conclusion, but

clicking and dragging this bar allows you to move

back and forth within the clip.

VOLUME CONTROL Clicking on it gives you a toggle to drag along a bar

to raise or lower the sound volume.

RETURN TO MAIN MENU Returns to the main title menu.

CLOSED CAPTIONS (CC) Turns caption on and off.

SD/HD Toggles between lower resolution and higher

resolution video.

MAXIMIZE/MINIMIZE

SCREEN

Goes to full-screen mode.

3.3. Conduct Lesson

The diagram below illustrates the flow of the lesson.

Lesson

Introduction

Lesson

ObjectivesTopic 1-n

Lesson

Summary

Topic

Introduction

Presentation/

Demonstration

Checks on

Learning/PE/

Quiz

Summary

All

top

ics c

om

ple

te

To

ad

ditio

na

l to

pic

s

Start End

Post

Assessment

Case Study



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4. Deliver the Lesson

The following sections provide information about the content of this lesson in the programmed interactive

multimedia instruction (IMI). This lesson includes content screens, two whiteboard scenarios, and a video

case study.

4.1. Introduction and Objectives

The first screen in the IMI provides an introduction to the lesson.

Audio: The American people have empowered our Army to preserve the security and well-being of

this nation. The public expects us to conduct our mission with honesty and integrity. To ensure we

do not betray or violate this public trust, we must uphold the moral principles of the Army Ethic.

The second screen lists the learning objectives for the lesson.

In this training, we will:

Describe the Army Ethic

Explain legal and moral foundations of the Army Ethic

Recognize the difference between moral-ethical and legal requirements

Relate the Army Ethic to why we serve

Relate the Army Ethic to how we serve

Describe the Seven Army Values

Employ the Army Values in real-world scenarios

4.2. The Army Ethic

There are three screens in the IMI to cover this objective.

1. Heart of the Army Ethic

a. The Army Ethic is the heart of the Army and the inspiration for our shared professional

identity: Who We Are – Why and How We Serve. It motivates our conduct as Army

Professionals, Soldiers, and Army civilians, who are bound together in common moral

purpose to support and defend the Constitution and the American people.

b. This image illustrates the Army’s seal with the motto, This We’ll Defend.

2. Importance of the Army Ethic

a. The Army Ethic explains the nature of honorable service in accomplishment of the mission

and performance of duty. It guides the Army Profession in the ethical design, generation,

support, and application of landpower. It establishes the standard and expectation for all to

serve as stewards of the Army Profession. It is expressed in our moral principles, Army

Values, oaths and creeds, laws, and regulations, and customs, courtesies, and traditions—all

embedded within the Army culture of trust.

b. Bullets:

i. Moral basis

ii. Trust

iii. Diversity

iv. Stewardship



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v. Conflict

3. Origins of the Army Ethic

a. Our Army Ethic has its origins in the philosophical heritage, theological and cultural

traditions, and the historical legacy that frame our Nation.

b. Tabs:

i. Declaration of Independence

ii. U.S. Constitution

4.3. The Legal and Moral Foundations of the Army Ethic

There are twelve screens with content in the IMI to cover this objective, as well as Check on Learning

(COL) screens.

1. Framework of the Army Ethic

a. Reviews Table 2-1 from ADRP 1:

2. COL: Match moral and legal foundations of the Army Ethic

3. Oaths, Creeds and Norms of Conduct

a. The legal and moral foundations of the Army Ethic are recognized in oaths, creeds, and

norms of conduct.

b. Screens listed in #4 through #12 can be reviewed as they apply to the students in the class.

4. Oaths

5. Creeds

6. Soldier’s Rules

7. Title 10 U.S. Code Standards of Exemplary Conduct

8. General Orders

9. Code of Ethics for Government Service

10. Code of Conduct – Six Articles

11. NCO Creed

12. The Golden Rule

13. COL: Match each legal and moral foundation of the Army Ethic with its description.



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4.4. Why and How We Serve

The content for these two objectives is presented with one whiteboard animation and a video. There is one

COL for these two objectives. The students must match statements to the category where they best fit: Why

We Serve or How We Serve.

4.4.1. Whiteboard – Why and How We Serve

This is the first of two whiteboard animations in this lesson. The purpose of this whiteboard is to discuss

the importance of the Army Ethic to why and how we serve and the Army Profession. The animation

relates how and why we serve to the three C’s: character, competence, and commitment. See the image

below from the animation.

4.4.2. Video – Why and How We Serve

This video discusses Army Professionals and the Army Ethic. Army Professionals fulfill distinctive roles

as honorable servants of the nation as competent military experts and as committed stewards of our

profession. By taking the solemn oath, Army Professionals voluntarily incur an extraordinary moral

obligation as trusted Army Professionals. This obligation is inspired and motivated by the Army Ethic. The

Army Ethic defines the moral principles that guide Army Professionals in the conduct of their missions,

performance of duty, and all aspects of their lives. The Army Ethic is the heart of the shared identity

among Army Professionals, and why and how Army Professionals serve the American people.



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4.5. The Seven Army Values

There is one screen and one whiteboard animation to present the content for this objective. There are seven

(7) COLs that follow the animation. The students are given short scenarios, and they must select the Army

Value that each scenario exemplifies.

4.5.1. Whiteboard – The Seven Army Values

This is the second whiteboard animation in this lesson. The purpose of this whiteboard animation is to

describe the Army Values. The graphic below is an image from this animation. In the image, the value

Selfless Service is being reviewed.

4.6. IMI Lesson Summary

There is one screen to provide the summary for this lesson.

Audio/Text: This lesson described the Army Ethic to include its legal and moral foundations and

Army Values. The Army Ethic is the heart of the Army and the inspiration for our shared

professional identity: Who We Are – Why and How We Serve. The Army Ethic, including the Army

Values, guides our decisions and actions on and off duty.



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5. Post Assessment – Video Case Study

There will be four post-assessment video case studies for this topic to apply learning to real-life scenarios.

The four post-assessment video case studies place the learner in the role of an officer, warrant officer,

enlisted Soldier, and Army Civilian respectively at the appropriate rank/grade and learning level for this

topic.

The learner will be presented with a video scenario, allowed to choose decision branches, and either pass

or fail the post-assessment depending upon which branches they select. The post-assessment will provide

feedback on the learner’s decision-making competencies (either good or bad) and incorporate videos

showing the consequences of those decisions. The learner has two attempts per learning event level to

successfully complete the post-assessment.

The four options are weighted as Best, Good, Fair, and Poor. If the learner follows a decision branch that

does not result in the desired outcome, the post-assessment results should guide them back to the poor

decisions with an explanation of why the decision chosen has negative consequences. For each decision,

the available choices are listed. Remember that it is important to explore alternative outcomes also in

your facilitated discussion. Be sure to answer questions and encourage discussion.

Explain that learners should make decisions as if they are the playable character. They will then be

able to experience the consequences and consider the effects of their decisions.

5.1. Overview

In these case studies, you are presented with situations that require you to think about the Army Values.

Integrity means doing what’s right, legally and morally. It requires that you do and say nothing that

deceives others like lying, cheating, or stealing. Your word is your bond. Duty means fulfilling your

obligations and accomplishing the mission as a team. When members of the team lie, cheat, or steal, it

impacts team cohesion and trust. You have a duty to correct the behavior or report it if it continues.

Do you respect and trust your teammates enough to be candid with them and give them the

opportunity to self-correct before reporting it to higher authority?

Are there circumstances when you can’t wait to let them self-correct (e.g. life, safety, illegal

actions, or a trend showing a lack of integrity)?

You should be loyal to your teammates, but not at the expense of loyalty to your unit, the Army Profession,

and ultimately the Nation. Remember your oath is to support and defend the Constitution, not to turn a

blind eye to the bad behavior or indiscipline of your teammates. It often takes personal courage to confront

an individual directly or report illegal actions to higher authority, especially when the individual is your

superior.

You may know the right decision, but do you have the commitment and courage to act on that

decision when presented with risk, uncertainty, and adversity?

We should aspire to uphold the Army Ethic including the Army Values in our daily decisions and actions.

If you don’t achieve the result you want this time, it is important to reflect on how you could handle a

similar situation differently so you can meet that aspiration in the future.



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Important Note In all 4 video case studies, aspects of Scenario 2 vary depending on the learner’s response from scenario 1.

Also, the feedback at the end of Scenario 2 varies depending on the learner’s response from scenario 1.

5.2. Video Case Study 1 – Officers

This is a case study for cadets who are in Initial Military Training (IMT). You will be placed in the role of

a cadet. You will be expected to make decisions during the scenario. Your decisions have consequences for

you and others and you will receive feedback indicating the quality of your decisions.

There are four (4) cadets, and one Captain in this case study. The group was given a task to set up an OE-

254/GRC (antenna group) in the open field. The cadets are in an open field near the classrooms setting up

an antenna, in preparation for an upcoming field exercise. Cadet Carr was the assigned platoon leader for

the class.

5.2.1. Scenario One

Play the first segment, which includes Cadet Carr giving orders to the others. Carr asks Cadet Martin to help

Cadet Cullen, and Martin tells Carr that she can’t order him around since they are both cadets. This is when

you reach the first decision point. Discuss each option with the group. Poll the participants to see what

they would do, make the choice, and then continue playing.

Question

If you were Cadet Carr, how would you respond?

A. Do nothing.

B. Order Cadet Martin to assist Cadet Cullen.

C. Pull Cadet Martin aside.

D. Talk with the group about teamwork and pitch in.



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Takeaways

A. Choosing to do nothing was a poor decision on your part. Cadet Martin showed a lack of respect

and you did nothing. You lacked the personal courage to correct the indiscipline and are no closer

to setting up the antenna.

B. Choosing to order Cadet Martin to assist Cadet Cullen was a fair decision on your part. You

displayed personal courage when challenged by a peer, but you did not show respect to your peer.

If Cadet Martin is going to assist Cadet Cullen, who’s doing the inventory? How do you know if

you have all the parts to set up the antenna?

C. Choosing to pull Cadet Martin aside was a good decision on your part. You showed respect to

Cadet Martin by not dressing him down in front of his peers and it opened up communication to

discover his reason for not following the order. However, the rest of the group still isn’t fully

working as a team.

D. Choosing to talk with the group about teamwork and pitching in is the best decision on your part.

You showed personal courage to explain your intent and show respect for your peers, while also

listening to the team and helping to perform the duty as part of the team.

5.2.2. Scenario Two

Play the second scenario in the video. In this scenario, a couple of hours have passed and the antenna still

has not been completely set up. CPT Sims comes over to see how the cadets are progressing. In her hand,

she is carrying a hand receipt for the antenna. She asks to see the platoon leader, and when Cadet Carr

approaches CPT Sims, Sims asks why it is taking so long to set up the antenna. This is when you reach the

second decision point. Discuss each option with the group. Poll the participants to see what they would

do, make the choice, and then continue playing.

Question

If you were Cadet Carr, how would you answer?

A. Blame your platoon members for failure to set up the antenna.

B. Say you don’t know why the antenna was not set up.

C. Identify lack of knowledge and experience for failure to set up the antenna.

D. Take responsibility for failure to set up the antenna.

Note: If option D is chosen for Scenario 1, there are different choices for options C and D. At this point the

cadets have discovered that only one piece of the antenna is missing. See below the responses for options

C and D in Scenario 2, if option D is chosen for Scenario 1:

C. Explain the antenna is set up except for a missing mast assembly.

D. Explain the antenna is set up except for a missing mast assembly and the supply sergeant is bringing

it.

Takeaways

The table below provides details for the feedback and outcome based on the learner’s decisions.



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Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

Scenario 1

Decision A

- Poor

Your choice to blame

your platoon

members for failure

to set up the antenna

was a poor decision.

It shows a lack of

action, loyalty to

your peers, and

personal courage to

take responsibility.

You failed to live up

to the Army Values.

If only you could

start over and make

different decisions.

Outcome: Fail –

Return to Scenario 1

Saying you don’t

know why the

antenna was not set

up was a fair

decision. It’s not

disloyal to your

peers, but shows a

lack of personal

courage to take

responsibility for

your actions or

inaction. You failed

to live up to the

Army Values. If only

you could start over

and make different

decisions.

Outcome: Fail –


Your choice to

identify the lack of

knowledge for failure


was a good decision.

You showed personal

courage, by

identifying why the

antenna was not set

up, and also loyalty

to your peers. But

your first decision to

do nothing when

Cadet Martin

challenged you has

negatively impacted

the mission. If only

you could start over

and make different

decisions.

Outcome: Fail –


Your choice to take

responsibility for

your platoon’s lack

of action and failure


was the best

decision. You

showed personal

courage, loyalty and

respect for your

peers. But your first

decision to do

nothing when Cadet

Martin challenged

you has negatively

impacted the

mission. If only you

could start over and

make different

decisions.

Outcome: Fail-


Scenario 1

Decision B

– Fair


your platoon

members for failure



It shows a lack of

action, loyalty to

your peers, and

personal courage to



to the Army Values.

Your first decision to

order Cadet Martin to

help Cadet Cullen

was unwise in that

you failed to listen to

your subordinate and

thereby had no one

doing the inventory.

Saying you don’t

know why the

antenna was not set

up was a fair


disloyal to your

peers, but shows a

lack of personal

courage to take

responsibility for

your actions or


to live up to the

Army Values. Your

first decision to order

Cadet Martin to help

Cadet Cullen was

unwise in that you

failed to listen to


Your choice to





You showed personal

courage, by

identifying why the

antenna was not set


to your peers. But

your first decision to

order Cadet Martin to

help Cadet Cullen

was unwise in that

you failed to listen to


thereby had no one


This negatively

Your choice to take

responsibility for




was the best

decision. You

showed personal


respect for your

peers. But your first

decision to order

Cadet Martin to help

Cadet Cullen was

unwise in that you

failed to listen to


thereby had no one


This negatively



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Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

This negatively

impacted the



make different

decisions.

Outcome: Fail –


thereby had no one


This negatively

impacted the



make different

decisions.

Outcome: Fail –


impacted the



make different

decisions.

Outcome: Fail –


impacted the



make different

decisions.

Outcome: Fail –


Scenario 1

Decision C

– Good


your platoon

members for failure



It shows a lack of

action, loyalty to

your peers, and

personal courage to



to the Army Values.


pull Cadet Martin

aside showed respect

and helped develop

some teamwork, but

it wasn’t enough to

make the mission a

success when

combined with your

second decision. If

only you could make

a different second

decision.

Outcome: Fail –


Saying you don’t

know why the

antenna was not set

up was a fair


disloyal to your

peers, but shows a

lack of personal

courage to take

responsibility for

your actions or


to live up to the

Army Values. Your

first decision to pull

Cadet Martin aside

showed respect and

helped develop some

teamwork, but it

wasn’t enough to

make the mission a

success when

combined with your

second decision. If

only you could make

a different second

decision.

Outcome: Fail –


Your choice to





You showed personal

courage, by

identifying why the

antenna was not set


to your peers. Your

first decision to pull

Cadet Martin aside

showed respect,

helped develop some

teamwork and got

you closer to the goal

of setting up the

antenna.

Outcome: Pass – Go

to Summary

Your choice to take

responsibility for




was the best

decision. You

showed personal


respect for your

peers. Your first

decision to pull

Cadet Martin aside

showed respect,

helped develop some

teamwork and got

you closer to the goal

of setting up the

antenna.


to Summary

Scenario 1

Decision D

– Best


your platoon

members for failure



Saying you don’t

know why the

antenna was not set

up was a fair


Explaining that the

antenna is set up

except for a missing

mast assembly is a

good decision. You

You did everything

you could as a team

to set up the antenna.

When you

discovered the



21

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

It shows a lack of

loyalty to your peers

and personal courage

to take responsibility.


to the Army Values.


talk to the team and

pitch in showed

respect and helped

develop teamwork.

You had done almost

everything you could

as a team to set up

the antenna, so why

blame your

teammates. If only

you could make a

different second

decision.

Outcome: Fail –


disloyal to your

peers, but shows a

lack of personal

courage to take

responsibility for

your actions or

inaction. Your first

decision to talk to the

team and pitch in

showed respect and

helped develop

teamwork. You had

done almost


as a team to set up

the antenna, so why

did you feign

ignorance with CPT

Sims. If only you

could make a

different second

decision.

Outcome: Fail –


showed personal

courage, by

identifying why the

antenna was not fully

set up, integrity, and

also loyalty to your

peers. Your first


team and pitch in

showed respect and

helped develop

teamwork. You have

done almost


as a team to set up

the antenna. What

more could you have

done?


to Summary

antenna was missing

the mast assembly,

you took the

initiative and went to

the supply sergeant

who told you he

would bring it out.

You showed personal

courage, integrity,

and also loyalty to

your peers. Your first


team and pitch in

showed respect and

helped develop

teamwork. You

upheld the Army

Values and built a

cohesive team while

accomplishing the

mission to the best of

your ability.


to Summary

5.2.3. Video Case Study 1 – Summary

In this case study you were presented with situations that required you to think about the Army Values.

Respect requires that we recognize the dignity and worth of all people, treat people as they should be

treated, and expect them to do the same. Duty means fulfilling your obligations and accomplishing the

mission as a team. If you are disrespectful, too directive with peers, and unwilling to listen, it impacts team

cohesion and trust. You have a duty to build a cohesive team.

Do you respect and trust your teammates enough to be candid with them when you don’t know

what you are doing?

Are you willing to listen to their ideas?

Once you have listened, you have to decide and explain your intent. You should be loyal to your

teammates and take responsibility for everything your unit does or fails to do when in charge. It often takes

personal courage to admit you don’t know something or admit you made a mistake to a superior. You may

know the right decision, but do you have the commitment and courage to act on that decision when

presented with risk, uncertainty, and adversity? We should aspire to uphold the Army Ethic including

Values in our daily decisions and actions. If you don’t achieve the result you want this time, it is important

to reflect on how you could handle a similar situation differently so you can meet that aspiration in the



22

future.

5.3. Video Case Study 2 – Warrant Officers

This is a case study for warrant officers who are in initial military training. You will be placed in a role as

a candidate going through Warrant Officer Candidate School (WOCS). You will be expected to make

decisions during the scenario. Your decisions have consequences for you and others and you will receive

feedback indicating the quality of your decisions.

There are four (4) warrant officer candidates and two (2) Training, Advising, and Counseling (TAC)

Officers in this case study.

5.3.1. Scenario One

Play the first segment. The warrant officer candidates are conducting a PT run during WOCS. The

candidates are wearing summer APFU. They are completing a four (4) mile ability group run. Candidate

Jones was struggling a little bit to complete the run. The ability group has just turned around for the second

time to run back to Candidate Jones to reform the group. However, after reforming, Candidate Jones

finishes the run strong and appears to exhibit a lot of energy to TAC Officer Woodson. Seeing Candidate

Jones’s energy, TAC Officer Woodson orders Candidate Jones to continue to do pushups and other physical

exercises while the others stretch and cool down. After stretching, TAC Officer Woodson addresses the

other candidates in formation. TAC Officer Woodson uses Candidate Jones as a bad example of a Warrant

Officer, and tells the class that Candidate Jones is acting like a little girl, whining and feeling sorry for

himself. Then he tells the other candidates that Candidate Jones should just quit. Finally, TAC Officer

Woodson addresses Candidate Jones and tells him that he has only 10 minutes to clean up and be back in

formation, and that he better not be the last person down. This is when you reach the first decision point.

Discuss each option with the group. Poll the participants to see what they would do, make the choice,

and then continue playing.



23

Question

If you were Candidate Parker, how would you respond to the comments made by TAC Officer Woodson?

A. Do nothing. This is normal for WOCS.

B. Talk to Candidate Jones about his performance.

C. Talk to another TAC Officer about Woodson’s behavior.

D. Talk to TAC Officer Woodson about his behavior.

Takeaways

A. Choosing to do nothing about TAC Officer Woodson’s comments was a poor decision on your part.

You showed a lack of personal courage and loyalty by not standing up for your peer.

B. Choosing to talk to Candidate Jones was a fair decision on your part. You are trying to solve a

problem, but didn’t have the personal courage to report or confront TAC Officer Woodson over his

lack of respect for your peer.

C. Choosing to talk to another TAC Officer about TAC Officer Woodson’s behavior was a good

decision on your part. You showed loyalty by standing up for your peer, as well as respect and

personal courage by insisting on treating people as they should be treated. However, have you

given Mr. Woodson an opportunity to self-correct his behavior?

Facilitator Note: the learners may point out various aspects of the TAC Officer’s treatment that

they find inappropriate. However, the portion that is clearly inappropriate by Army standards is

saying the candidate was “acting like a little girl” showing disrespect and sexism.

D. Choosing to talk directly to TAC Officer Woodson was the best decision on your part. You showed

loyalty by standing up for your peer, as well as respect and personal courage by insisting on

treating people as they should be treated. You are also letting Mr. Woodson know that his

disrespect offends you and giving him the opportunity to correct his behavior. If it continues, you

can then go to another TAC Officer or report it to the chain of command.

Facilitator Note: a candidate/subordinate approaching a TAC Officer/Superior is a delicate issue

and must be done with mature personal tact to not exacerbate the situation for both you and

Candidate Jones. A good technique is to think about what you will say, rehearse it in your mind,

and if you have a mentor ask them for advice on how you will approach this.

5.3.2. Scenario Two

Play the second scenario in the video. In this scenario, a week has passed and the class is conducting a car

wash as a fundraising event. The candidates are wearing summer APFU during their car wash. Candidates

Bennett, Butler, and Parker are all in the same class. The car wash has been going on for a few hours now.

Butler was spraying the cars with a hose, while Bennett and Parker were washing the cars. Butler was

getting Bennett wet with the hose on purpose, so Butler made a rude comment to Bennett. Parker tells

Bennett to tell Butler to stop making rude comments. Then Butler makes another rude comment to Parker.

This is when you reach the second decision point. Discuss each option with the group. Poll the

participants to see what they would do, make the choice, and then continue playing.



24

Question

If you were Candidate Parker, how would you respond?

A. Say a smart comment back to Butler.

B. Ignore Butler’s comment.

C. Report the incident to a TAC Officer.

D. Confront Candidate Butler.

Takeaways


Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

Scenario 1

Decision A

- Poor

Your choice to say a

smart comment back


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler.

Additionally, you

made it worse by

showing a lack of

respect for Butler;

you are adding fuel

to the fire and setting

a poor standard for

others to follow by

also modeling

disrespect.

First you did nothing

to support Jones.

Now you sexually

harassed Butler. You

have not upheld the

Army Values with

your decisions and

actions. You may not

make it to Warrant

Officer at this rate.

Would you make

Your choice to

ignore the rude

comment by Butler

was a fair decision.

You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler,

who is not treating

others with respect.

But you gave sound

advice to Bennett and

didn’t make things

worse.

You seem to have a

great deal of advice

for others, but not the

personal courage and

honor to intervene.

You have not upheld

the Army Values

with your decisions

and actions. Being a

leader often requires

rejecting unethical

actions even when it

requires intervening

with peers or

superiors. Would you

Your choice to report

Candidate Butler was

a good decision. You

fulfilled your duty by

correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by

insisting that Butler

treat others with

respect. However,

have you given

Butler an opportunity

to self-correct her

behavior?

You had the personal

courage to report

Candidate Butler, but

why not TAC Officer

Woodson? Did the

risk of reporting a

superior discourage

you from doing the

right thing? Being a


rejecting or reporting

unethical actions

even when it requires

Your choice to

confront Candidate

Butler was the best

decision. You


correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect. By

confronting Butler

directly, you are

letting her know that

her jokes are

offensive and giving

her the opportunity to

self-correct. If she

doesn’t, you can get

the chain of

command involved.


courage to confront


why not TAC Officer

Woodson? Did the

risk of confronting a



25

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

different decisions if

given the chance?

Outcome: Fail –


make different

decisions if given the

chance?

Outcome: Fail –


intervening with

superiors. Do you

think your failure to

uphold Army Values

in the first situation

might have affected

the outcome when

you tried to do so in

this second situation?

Would you make


given the chance?

Outcome: Fail –


superior discourage

you from doing the



rejecting unethical

actions even by

intervening with

superiors. Do you


uphold Army Values


might have affected

the outcome when



Would you make


given the chance?

Outcome: Fail –


Scenario 1

Decision B

– Fair


smart comment back


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler.

Additionally, you

made it worse by

showing a lack of

respect for Butler;

you are adding fuel


a poor standard for

others to follow by

also modeling

disrespect.

First you talked to

Jones, but didn’t do

anything to actively

correct the

harassment he was

receiving from TAC

Your choice to

ignore the rude

comment by Butler


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler,

who is not treating


But you gave sound



worse.

You seem to have a

great deal of advice

for others, but not the

personal courage and

honor to intervene.

You have not upheld

the Army Values

with your decisions


Your choice to

report Candidate

Butler was a good

decision. You

fulfilled your duty

by correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect. However,

have you given

Butler an

opportunity to self-

correct her behavior?


courage to report


why not TAC Officer

Woodson? Did the

risk of reporting a

Your choice to

confront Candidate

Butler was the best

decision. You

fulfilled your duty

by correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect. By

confronting Butler

directly, you are


her jokes are


her the opportunity

to self-correct. If she


the chain of

command involved.



26

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

Officer Woodson.

Now you sexually


have not upheld the

Army Values with

your decisions and


make it to Warrant


Would you make


given the chance?

Outcome: Fail –



rejecting unethical



with peers or


make different


chance?

Outcome: Fail –


superior discourage

you from doing the



rejecting or reporting

unethical actions


intervening with

superiors. Do you


uphold Army Values


might have affected

the outcome when



Would you make


given the chance?

Outcome: Fail –



courage to confront


why not TAC Officer

Woodson? Did the


superior discourage

you from doing the



rejecting unethical

actions even by

intervening with

superiors. Do you


uphold Army Values


might have affected

the outcome when



Would you make


given the chance?

Outcome: Fail –


Scenario 1

Decision C

– Good


smart comment back


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler.

Additionally, you

made it worse by

showing a lack of

respect for Butler;

you are adding fuel


a poor standard for

others to follow by

also modeling

disrespect.

Your choice to

ignore the rude

comment by Butler


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler,

who is not treating


But you gave sound



worse.


courage and honor to

intervene on behalf





correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect.


courage to report

both Candidate

Butler and TAC

Officer Woodson.

Your choice to

confront Candidate

Butler was the best

decision. You


correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect. By

confronting Butler

directly, you are


her jokes are




27

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best


report TAC Officer

Woodson’s

harassment of Jones

was good. But, now

you sexually


have not consistently

upheld the Army

Values with your

decisions and


make it to Warrant


Would you make a

different decision if

given the chance?

Outcome: Fail –


of Candidate Jones.

Why not in the

second situation?

You have not

consistently upheld

the Army Values

with your decisions



rejecting unethical



with peers or


make a different

decision if given the

chance?

Outcome: Fail –


But did you give

either of them the


correct their

behavior? Being a


rejecting unethical

actions by

confronting peers or

superiors. You did

well, but could you

have done better?


to Summary




the chain of

command involved.


courage to confront


why not TAC Officer

Woodson? Did the


superior discourage

you from doing the



rejecting unethical

actions by


superiors. You did

well, but could you

have done better in

the first decision?


to Summary

Scenario 1

Decision D

– Best


smart comment back


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler.

Additionally, you

made it worse by

showing a lack of

respect for Butler;

you are adding fuel


a poor standard for

others to follow by

also modeling

disrespect.

Your choice to

ignore the rude

comment by Butler


You did not fulfill

your duty by

correcting an

unacceptable

behavior by Butler,

who is not treating


But you gave sound



worse.


courage and honor to

intervene on behalf

of Candidate Jones.





correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect.

You confronted TAC

Officer Woodson,

but reported

Candidate Butler.

Why didn’t you give

Candidate Butler the

Your choice to

confront Candidate

Butler was the best

decision. You


correcting an

unacceptable

behavior by one of

your peers. You

upheld the Army

Value of respect by


treat others with

respect. By

confronting Butler

directly, you are


her jokes are





28

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best


confront TAC

Officer Woodson’s

harassment of Jones

was good. But, now

you sexually


have not consistently

upheld the Army

Values with your

decisions and


make it to Warrant


Would you make a


given the chance?

Outcome: Fail –


Why not in the

second situation?

You have not

consistently upheld

the Army Values

with your decisions



rejecting unethical


requires confronting

peers or superiors.

Would you make a


given the chance?

Outcome: Fail –



correct her behavior

like you did with Mr.

Woodson? Being a


rejecting unethical

actions by


superiors. You did

well, but could you

have done better?


to Summary



the chain of

command involved.


courage to confront

both TAC Officer

Woodson and

Candidate Butler. It

is usually best to

confront individuals

directly when their

behavior is

disrespectful or

offensive. You

upheld the Army

Values with your

decisions and

actions.


to Summary


In this case study, you were presented with situations that required you to think about the Army Values.

Respect requires that we recognize the dignity and worth of all people, treat people as they should be

treated, and expect them to do the same. Duty means fulfilling your obligations and accomplishing the

mission as a team. When members of the team are disrespectful, it impacts team cohesion and trust. You

have a duty to correct the behavior or report it if it continues.



Are there circumstances when you can’t wait to let them self-correct (e.g. life, safety, or illegal

actions)?




an individual directly, especially when the individual is your superior. You may know the right decision,

but do you have the commitment and courage to act on that decision when presented with risk, uncertainty,

and adversity? We should aspire to uphold the Army Ethic including the Army Values in our daily

decisions and actions. If you don’t achieve the result you want this time, it is important to reflect on how

you could handle a similar situation differently so you can meet that aspiration in the future.



29

5.4. Video Case Study 3 – Enlisted Soldiers

This is a case study for enlisted Soldiers who are in initial military training. You will be placed in a role as

PVT Adams, a trainee in basic training. You will be expected to make decisions during the scenario. Your

decisions have consequences for you and others and you will receive feedback indicating the quality of

your decisions.

There are four (4) trainees and one (1) Drill Sergeant in this case study.

5.4.1. Scenario One

Play the first scenario in the video. In this scenario, the trainees are conducting a training exercise at the

confidence course during basic training. Drill Sergeant Williams is in the background, yelling to motivate

the other trainees to move through the obstacles. The trainees are negotiating the obstacles as a group.

Some of the trainees find the training difficult, and they discuss among each other their doubts about

completing the obstacles and their physical fitness. Private Adams encourages Private Jackson, but Private

Jackson mentions that he should fake an injury. This is when you reach the first decision point. Discuss

each option with the group. Poll the participants to see what they would do, make the choice, and then

continue playing.

Question

If you were PVT Adams, how would you respond?

A. Tell PVT Jackson it’s okay to fake an injury.

B. Do nothing.

C. Tell one of the Cadre that PVT Jackson is faking an injury.

D. Encourage PVT Jackson to complete the obstacle.



30

Takeaways

A. Choosing to tell PVT Jackson that it’s okay to fake an injury was a poor decision on your part. By

doing this, not only are you encouraging PVT Jackson to lie and shirk his duty, but also you are

putting your own integrity in question.

B. Choosing to do nothing was a fair decision on your part. By doing so, you did not put your own

integrity in question, but you didn’t do your duty to accomplish tasks as part of a team, and you

lacked the personal courage to correct PVT Jackson’s behavior. By ignoring it, you’ve made it an

acceptable standard.

C. Choosing to let a Cadre member know PVT Jackson is faking an injury was a good decision. You

are establishing a standard of telling the truth. It may force Jackson to complete the obstacle with

the team and, if he does not, you may earn the respect of the Cadre for telling the truth. However,

this type of threat may gain Jackson’s compliance, but not his commitment to you or the team.

Jackson and some of the team may not feel you are being loyal.

D. Choosing to encourage PVT Jackson to complete the obstacle was the best decision. Your decision

established the importance of integrity, showed your loyalty to the team, and upheld duty by

helping Jackson overcome his fears and accomplishing the task as a team.

5.4.2. Scenario Two

Play the second scenario in the video. In this scenario, the trainees are preparing for another training

exercise. They are going to marksmanship training. PVT Green is the squad leader for the day. It is early in

the morning and the platoon is getting ready to move out to start training. PVT Jackson asks PVT Adams if

she has another pair of eye pro, because he left his on the bunk. PVT Adams tells him that she does not

have an extra pair. As the trainees prepare, Drill Sergeant Williams calls everyone over to his location. He

explains to the group that PVT Jones is missing her pair of eye pro, and instructs the group to give the pair

to him or PVT Jones if they see a pair lying around or if they picked up a pair by mistake. PVT Adams

looks over at PVT Jackson and sees that he is wearing a pair of eye pro. This is when you reach the second

decision point. Discuss each option with the group. Poll the participants to see what they would do,

make the choice, and then continue playing.

Question

If you were PVT Adams, how would you respond?

A. Give PVT Jackson your approval.

B. Keep quiet.

C. Confront PVT Jackson about his action.

D. Let Drill Sergeant Williams know who took the eye pro.

Takeaways




31

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

Scenario 1

Decision A

- Poor

Your choice to give

PVT Jackson your

approval was a poor

decision. You

showed a lack of

respect for PVT

Jones and the team

by not reporting who

stole his eye-pro.

Additionally, you

have placed your

own integrity in

question by showing

your approval of

stealing.

First you encouraged

PVT Jackson to fake

an injury. Now you

are encouraging him

to steal from your

peers. You have not

upheld the Army

Values with your

decisions and


make it to AIT at this

rate. Would you

make different


chance?

Outcome: Fail –


Your choice to keep

quiet was a fair

decision on your

part. By doing so,

you did not put your

own integrity in

question, but you put

your loyalty to PVT

Jackson over loyalty

to the team. You also

showed a lack of

respect for PVT

Jones and the team


stole the eye-pro and

thereby condoning

stealing from your

peers.


PVT Jackson to fake

an injury. Now you

are condoning

stealing from your

peers by keeping

quiet. You have not

upheld the Army

Values with your

decisions and

actions. Being a

Soldier often requires

rejecting unethical



with peers. Would

you make different


chance?

Outcome: Fail –


Your choice to

confront PVT

Jackson was a good

decision. You

showed the

importance of

integrity and respect

for your peers by

letting PVT Jackson

know that stealing

will not be tolerated.

Your loyalty to your

unit outweighs your

loyalty to one person.

However, you

wonder if PVT

Jackson is getting it.

Is there a trend here,

first with the obstacle

course and now with

the eye-pro?


PVT Jackson to fake

an injury. But now

you are trying to

uphold the Army

Values of integrity,

respect, and loyalty

which shows good

progress in your

character

development. Being

a Soldier often

requires rejecting

unethical actions


confronting peers.

Do you think your

failure to uphold

Army Values in the

first situation might

have affected the

outcome when you

tried to do so in this

Your choice to notify

Drill Sergeant

Williams was the

best decision. You

showed integrity by

doing what is right


to stand up for

actions that are not

honorable or in line

with the Army

values. Your loyalty

to your unit

outweighs your


You could have

confronted PVT

Jackson again, but

there is a trend here

that indicates PVT

Jackson is not

committed to the

Army Ethic, first the

obstacle course and

now the eye-pro.


PVT Jackson to fake

an injury. But now

you are trying to

uphold the Army



which shows good

progress in your

character

development. Being

a Soldier often

requires rejecting and

reporting unethical



with peers. Do you


uphold Army Values



32

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

second situation?

Would you make


given the chance?

Outcome: Fail –



might have escalated

PVT Jackson’s

misconduct in the

second situation?

Would you make


given the chance?

Outcome: Fail –


Scenario 1

Decision B

– Fair

Your choice to give

PVT Jackson your

approval was a poor

decision. You

showed a lack of

respect for PVT

Jones and the team


stole his eye-pro.

Additionally, you

have placed your

own integrity in

question by showing

your approval of

stealing.


when PVT Jackson

faked an injury. Now

you are encouraging

him to steal from

your peers. You have

not upheld the Army

Values with your

decisions and



rate. Would you

make different


chance?

Outcome: Fail –


Your choice to keep

quiet was a fair

decision on your

part. By doing so,


own integrity in


your loyalty to PVT



showed a lack of

respect for PVT

Jones and the team



thereby condoning

stealing from your

peers.


when PVT Jackson

faked an injury. Now

you are condoning

stealing from your

peers by keeping

quiet. You have not

upheld the Army

Values with your

decisions and

actions. Being a


rejecting unethical



with peers. Would

Your choice to

confront PVT

Jackson was a good

decision. You

showed the

importance of


for your peers by

letting PVT Jackson

know that stealing



unit outweighs your


However, you

wonder if PVT




course and now with

the eye-pro?


when PVT Jackson

faked an injury. But

now you are trying to

uphold the Army



which shows good

progress in your

character

development. Being

a Soldier often

requires rejecting


Drill Sergeant

Williams was the

best decision. You

showed integrity by

doing what is right


to stand up for



with the Army


to your unit

outweighs your


You could have

confronted PVT

Jackson again, but


that indicates PVT

Jackson is not

committed to the


obstacle course and

now the eye-pro.


when PVT Jackson

faked an injury. But

now you are trying to

uphold the Army



which shows good

progress in your



33

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

you make different


chance?

Outcome: Fail –


unethical actions


confronting peers.

Do you think your

failure to uphold

Army Values in the

first situation might

have affected the

outcome when you

tried to do so in this

second situation?

Would you make


given the chance?

Outcome: Fail –


character

development. Being

a Soldier often

requires rejecting and

reporting unethical



with peers. Do you


uphold Army Values


might have escalated

PVT Jackson’s

misconduct in the

second situation?

Would you make


given the chance?

Outcome: Fail –


Scenario 1

Decision C

– Good

Your choice to give

PVT Jackson your

approval was a poor

decision. You

showed a lack of

respect for PVT

Jones and the team


stole his eye-pro.

Additionally, you

have placed your

own integrity in

question by showing

your approval of

stealing.

You didn’t allow

PVT Jackson to fake

an injury at the

obstacle course. So

now why are you

encouraging him to

steal from your

peers? You have not

upheld the Army

Your choice to keep

quiet was a fair

decision on your

part. By doing so,


own integrity in


your loyalty to PVT



showed a lack of

respect for PVT

Jones and the team



thereby condoning

stealing from your

peers.

You didn’t allow

PVT Jackson to fake

an injury at the

obstacle course. So

now why are you

condoning stealing

Your choice to

confront PVT

Jackson was a good

decision. You

showed the

importance of


for your peers by

letting PVT Jackson

know that stealing



unit outweighs your


However, you

wonder if PVT




course and now with

the eye-pro?

Both times you have

confronted PVT

Jackson to uphold


Drill Sergeant

Williams was the

best decision. You

showed integrity by

doing what is right


to stand up for



with the Army


to your unit

outweighs your


You could have

confronted PVT

Jackson again, but


that indicates PVT

Jackson is not

committed to the


obstacle course and

now the eye-pro.



34

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

Values with your

decisions and



rate. Would you

make a different


chance?

Outcome: Fail –


from your peers by

keeping quiet? You

have not upheld the

Army Values with

your decisions and

actions. Being a


rejecting unethical



with peers. Would

you make a different


chance?

Outcome: Fail –


Army Values. Being

a Soldier often

requires rejecting

unethical actions


confronting peers.

PVT Jackson may

not be committed to

Army Values, but

you are

demonstrating good

progress in your

character

development.


to Summary

First you confronted

PVT Jackson when

he tried to fake an

injury. Now you

reported his

misconduct to uphold

the Army Values of

integrity, respect, and

loyalty. Being a


rejecting and

reporting unethical



with peers. PVT

Jackson may not be

committed to Army

Values, but you are

demonstrating good

progress in your

character

development.


to Summary

Scenario 1

Decision D

– Best

Your choice to give

PVT Jackson your

approval was a poor

decision. You

showed a lack of

respect for PVT

Jones and the team


stole his eye-pro.

Additionally, you

have placed your

own integrity in

question by showing

your approval of

stealing.

You encouraged

PVT Jackson to do

the right thing and

complete the obstacle

Your choice to keep

quiet was a fair

decision on your

part. By doing so,


own integrity in


your loyalty to PVT



showed a lack of

respect for PVT

Jones and the team



thereby condoning

stealing from your

peers.

Your choice to

confront PVT

Jackson was a good

decision. You

showed the

importance of


for your peers by

letting PVT Jackson

know that stealing



unit outweighs your


However, you

wonder if PVT





Drill Sergeant

Williams was the

best decision. You

showed integrity by

doing what is right


to stand up for



with the Army


to your unit

outweighs your


You could have

confronted PVT

Jackson again, but


that indicates PVT



35

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2 Decision

D

Best

course. So now why

are you encouraging

him to steal from

your peers? You

have not upheld the

Army Values with

your decisions and



rate. Would you

make a different


chance?

Outcome: Fail –


You encouraged

PVT Jackson to do

the right thing and


course. So now why

are you condoning

stealing from your

peers by keeping

quiet? You have not

upheld the Army

Values with your

decisions and

actions. Being a


rejecting unethical



with peers. Would



chance?

Outcome: Fail –


course and now with

the eye-pro?

You encouraged

PVT Jackson to do

the right thing and


course. Now you

confronted PVT

Jackson about

stealing. Being a


rejecting unethical


requires confronting

peers. PVT Jackson

may not be

committed to Army

Values, but you are

demonstrating good

progress in your

character

development.


to Summary

Jackson is not

committed to the


obstacle course and

now the eye-pro.

You encouraged

PVT Jackson to do

the right thing and


course. Now you

reported his

misconduct to uphold

the Army Values of

integrity, respect, and

loyalty. Being a


rejecting and

reporting unethical



with peers. PVT

Jackson may not be

committed to Army

Values, but you are

demonstrating good

progress in your

character

development.


to Summary




deceives others like lying, cheating, or stealing. Your word is your bond. Duty means fulfilling your

obligations and accomplishing the mission as a team. When members of the team lie, cheat, or steal, it

impacts team cohesion and trust. You have a duty to correct the behavior or report it if it continues.



Are there circumstances when you can’t wait to let them self-correct (e.g. life, safety, illegal

actions, and a trend showing a lack of integrity)?



36




an individual directly or report illegal actions to higher authority, especially when the individual is your

peer or superior. You may know the right decision, but do you have the commitment and courage to act on

that decision when presented with risk, uncertainty, and adversity? We should aspire to uphold the Army

Ethic, including Values, in our daily decisions and actions. If you don’t achieve the result you want this

time, it is important to reflect on how you could handle a similar situation differently so you can meet that

aspiration in the future.

5.5. Video Case Study 4 – Army Civilians

This is a case study for Army Civilians who are at the initial entry training level. You will be placed in a

role as a new Army Civilian employee within your probationary period. You will be expected to make

decisions during this video scenario. Your decisions have consequences for you and others and you will

receive feedback indicating the quality of your decisions.

There are four (4) civilians in this case study. Robert Taylor is a new employee working in the

reassignment section on an Army Post. He is part of a team that delivers levy briefings and starts the

reassignment process for Soldiers and Family Members. Patrick Evans is another team member who is

conducting orientation training for Robert as he gets familiar with some of the team’s processes. Melissa

Miller is a seasoned team member. Cynthia Johnson is their supervisor.

5.5.1. Scenario One

Play the first segment. In this scenario, Patrick Evans has just completed the levy briefing. They have

collected all the levy packets and are now in the process of sorting them out. Patrick explains the process

of sorting the levy packet. He explains that he sorts by who completed the packet and those who did not.

He further explains that those who did not complete the packet wasted his time, so he is going to waste



37

their time. After a few weeks have passed, and Robert is more confident in his work, he runs into Melissa

who tells him that he looks more comfortable with the work. Melissa decides to go out to lunch, but Robert

brought his lunch so he is going to stay in. As Robert walks towards the break room, he sees two Soldiers

waiting in the waiting area. This is when you reach the first decision point. Discuss each option with the

group. Poll the participants to see what they would do, make the choice, and then continue playing.

Question

If you were Robert Taylor, how would you respond?

A. Avoid the Soldiers in the waiting area; you are on your lunch break.

B. Tell the Soldiers to come back after lunch.

C. Finish your lunch quickly so you can assist the Soldiers in the waiting area.

D. Assist the Soldiers in the waiting area.

Takeaways

A. You chose to ignore the Soldiers in the waiting area. That was a poor decision on your part. You

failed to fulfill your obligation to provide service to our Soldiers. You also put self-interest above

the needs of others. Doing your duty means more than just carrying out your assigned tasks.

B. Choosing to tell the Soldiers to come back after lunch was a fair decision on your part. You may

have acknowledged the Soldiers, but you did not provide selfless service to them. You put self-

interest above the needs of others.

C. You chose to finish your lunch quickly in order to assist the Soldiers in the waiting area. This

was a good decision on your part. You have fulfilled your obligation as part of a team by doing

more than just your assigned task. You showed some respect for the Soldiers’ time.

D. You chose to assist the Soldiers in the waiting area, and that was the best decision on your part.

You acknowledged the Soldiers and provided them the service they needed when they needed it.

You have fulfilled your obligation as part of a team by putting the needs of others above your own.

You performed your duty and provided selfless service.

5.5.2. Scenario Two

Play the second scenario in the video. There are three different versions of the second scenario depending

on the decision that was made in the first scenario. The first and second versions provide 3 possible

answers at the decision point. The third version provides 4 possible answers at the decision. In all three

versions of this scenario, it is later on the same day.

The first version of the second scenario is as follows:

(Decision A is selected in the first scenario) Cynthia tells Robert that she received an Interactive Customer Evaluation (ICE) complaint from a Soldier that was here this morning. The complaint states that he signed in at 1145 hours, but no one assisted him until after lunch at 1300. Cynthia continues to explain to Robert that she checked the sign in sheet and it appears to be correct. Then she mentions that the complaint said a civilian employee walked right past him and ignored him, and the description was of Robert.



38

Question


A. Deny it was you who ignored the Soldier.

B. Tell Cynthia that you were just following your trainer’s instructions.

C. Accept responsibility for ignoring the Soldier.

The second version of the second scenario is as follows:

(Decision B is selected in the first scenario) Cynthia tells Robert that she received an ICE

complaint from a Soldier that was here this morning. His complaint states that he signed in at 1145

hours but was told to come back after lunch.

Question


A. Deny it was you who turned the Soldier away.

B. Tell Cynthia that you were just following your trainer’s instructions.

C. Accept responsibility for turning away the Soldier.

The third version of the second scenario is as follows:

(Decision C or D is selected in the first scenario) Cynthia asks Robert, if he rescheduled a Soldier

for a levy briefing next Monday afternoon. Then she explains to Robert that the Soldier was a no-

show for his previous levy briefing, so he should have had to wait a month for a new appointment.

Question


A. Deny it was you who rescheduled the Soldier.

B. Tell Cynthia you didn’t realize the Soldier was a reschedule and that you will fix it.

C. Accept responsibility and suggest not penalizing the Soldier for your mistake.

D. Accept responsibility and clarify the intent of the policy

Takeaways

The table below provides details for the feedback and outcome based on the learner’s decisions in the first

and second version of the second scenario.

Feedback

Table

Scenario 2 Decision A

Poor

Scenario 2 Decision B

Fair

Scenario 2 Decision C

Good

Scenario 1

Decision A

– Poor

Choosing to deny it was

you who ignored the

Soldier was a poor decision

on your part. You showed

a lack of respect and

compromised your

integrity by lying to your

Choosing to tell your

supervisor that you were

just following your

trainer’s instructions was

truthful but does not reflect

well on you and your

judgment. While Mr.

Choosing to accept

responsibility for ignoring

the Soldiers was a good

choice on your part. You

showed personal courage,

duty and loyalty to your

team member by taking



39

Feedback

Table


Poor


Fair


Good

supervisor. You also failed

to fulfill your obligation to

provide service to our

Soldiers.

First you ignored the

Soldiers instead of doing

your duty in a selfless

manner. Then you lied

about it. You have not

upheld the Army Values

with your decisions and

actions. You may not make

it through your

probationary period at this

rate. Would you make

different decisions if given

the chance?

Outcome: Fail – Return to

Scenario 1

Evans did tell you this is

how he handles people in

the waiting room, it doesn’t

make his example right.

You failed to treat the

Soldiers with respect and

do your duty in a selfless

manner. You also showed a

lack of loyalty and respect

for your team member by

blaming him for your

mistake.

First you ignored the



manner. Then you blamed

your teammate for it. You

have not upheld the Army

Values with your decisions

and actions. You may not

make it through your




the chance?


Scenario 1

responsibility for your

mistake.

You ignored the Soldiers

instead of doing your duty

in a selfless manner, but at

least you accepted

responsibility for your

mistake. You have not

consistently upheld the

Army Values with your

decisions and actions.

Would you make different


chance?


Scenario 1

Scenario 1

Decision B

– Fair

Choosing to deny it was

you who turned away the

Soldier was a poor decision

on your part. You showed

a lack of respect and

compromised your

integrity by lying to your

supervisor. You also failed

to fulfill your obligation to

provide service to our

Soldiers.

First you turned away the



manner. Then you lied

about it. You have not

upheld the Army Values

Choosing to tell your

supervisor that you were

just following your

trainer’s instructions was

truthful but does not reflect

well on you and your

judgment. While Mr.

Evans did tell you this is

how he handles people in

the waiting room, it doesn’t

make his example right.

You failed to treat the

Soldiers with respect and

do your duty in a selfless

manner. You also showed a

lack of loyalty and respect

for your team member by

Choosing to accept

responsibility for turning

away the Soldiers was a

good choice on your part.

You showed personal

courage, duty and loyalty

to your team member by

taking responsibility for

your mistake.

You turned away the



manner, but at least you

accepted responsibility for

your mistake. You have not

consistently upheld the

Army Values with your



40

Feedback

Table


Poor


Fair


Good

with your decisions and

actions. You may not make

it through your




the chance?


Scenario 1

blaming him for your

mistake.

First you turned away the



manner. Then you blamed

your teammate for it. You

have not upheld the Army

Values with your decisions

and actions. You may not

make it through your




the chance?


Scenario 1

decisions and actions.

Would you make different


chance?


Scenario 1

The table below provides details for the feedback and outcome based on the learner’s decisions in the third

version of the second scenario.

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2

Decision D

Best

Scenario 1

Decision C

or D –

Good or

Best

Choosing to deny it

was you who

rescheduled the

Soldier was a poor

decision on your part.

You showed a lack of

respect and

compromised your

integrity by lying to

your supervisor.

You were trying to

assist the Soldier by

rescheduling him for

another levy briefing.

While you didn’t

follow your

supervisor’s policy,

why lie about it?

That only makes it

worse. Your intent

Choosing to admit

your mistake and

change the Soldier’s

appointment to a

month later was a fair

decision on your part.

You demonstrated

integrity by telling

the truth, and you are

following your

organization’s policy

by changing the

Soldier’s

appointment.

However, are you

treating the Soldier as

you would want to be

treated? Does the

policy seem to be

customer-oriented?

Choosing to accept

responsibility for

your actions and

argue to not penalize

the Soldier was a

good decision on

your part. You

demonstrated duty,

integrity, and

personal courage.

You are upholding

the Army Ethic by

being honest with

your supervisor no

matter what the

consequences may

be. You showed

loyalty to the

organization and took

care of the Soldier.

Choosing to

accept

responsibility for

your actions and

clarify the intent

of the policy was

the best decision.

You demonstrated

duty, integrity,

and personal

courage. You are

upholding the

Army Ethic by

being honest with

your supervisor no

matter what the

consequences may

be. You showed

loyalty to the

organization and



41

Feedback

Table

Scenario 2 Decision

A

Poor

Scenario 2 Decision

B

Fair

Scenario 2 Decision

C

Good

Scenario 2

Decision D

Best

was good in your

first decision, but you

didn’t uphold the

Army Values with

your second decision.

You may not make it

through your

probationary period

at this rate. Would



chance?

Outcome: Fail –


You were trying to




But when challenged

on it, you fell right in

line with enforcing a

policy that seems

more punitive than

customer-oriented.

Sometimes leaders

need to demonstrate

the personal courage

to question policies

or procedures that are

overly bureaucratic or

shift the burden to the

customer. Your

intent was good in

your first decision,

but you didn’t uphold

the Army Values

with your second

decision. Would you

make a different


chance?

Outcome: Fail –


You were trying to




When challenged on

it, you continued to

look out for the

Soldier over yourself.

You are upholding

the Army Ethic, but

is there even more

you could do for all

customers?

Sometimes leaders

need to demonstrate

the personal courage

to question policies

or procedures that are

overly bureaucratic

or shift the burden to

the customer.


to Summary

took care of the

Soldier.

You were trying

to assist the

Soldier by

rescheduling him

for another levy

briefing. When

challenged on it,

you continued to

look out for the

Soldier over

yourself. You

even met the

aspirational goal

of the Army Ethic

by demonstrating

the personal

courage to

question a policy

that seemed

punitive and

burdensome for

all customers.

You are already

demonstrating the

character,

competence, and

commitment to be

a trusted Army

professional.

Outcome: Pass –

Go to Summary




deceives others like lying. Your word is your bond. Selfless service is your commitment to your

responsibilities to go a little further to provide service to our service members. Duty means fulfilling your

obligations and accomplishing the mission as a team. When members of the team lie, it impacts team

cohesion and trust. You should be loyal to your team members, but not at the expense of loyalty to your

unit, the Army Profession, and ultimately the Nation. It takes personal courage to make changes in an

organization to be more efficient.



42

You may know the right decision, but do you have the commitment and courage to act on that

decision when presented with risk, uncertainty, and adversity?

We should aspire to uphold the Army Ethic including the Army Values in our daily decisions and actions.

If you don’t achieve the result you want this time, it is important to reflect on how you could handle a

similar situation differently so you can meet that aspiration in the future.

6. CLOSING/SUMMARY

Army Professionals take an oath to uphold the Army Ethic and the Army Values. The Army Ethic is the

heart of the Army and the inspiration for our shared professional identity: Who We Are – Why and How We

Serve. It motivates our conduct as Army Professionals, Soldiers, and Army Civilians, who are bound

together in common moral purpose to support and defend the Constitution and the American people. The

Army Ethic, including the Army Values, guides our decisions and actions on and off duty.

6.1. Learning and Reflection

Check on Learning and Promoting Reflective Practice:

Determine if group members have gained familiarity with the material discussed by soliciting

questions and explanations. Ask the participants questions and correct misunderstandings.

6.1.1. Learning

Q – What do you think about what you learned?

Q – How do you feel about what you learned?

Q – What did you learn from listening to the reactions and reflections of other Army

Professionals at this training?

6.1.2. Reflection

Q – What will you do with your new information?

Q – What are the future implications of this training or of this experience?

Q – How can you integrate what you have learned into your own team?

43

7. TECHNICAL SOLUTIONS AND SUGGESTIONS

This section answers technical questions, helps to troubleshoot problems, and offers suggestions to create

a technically better presentation of this program in a classroom setting.

7.1. Projecting for a Large Audience

This interactive simulation can be projected onto a screen for large audiences, given the right equipment,

if the classroom/auditorium is already set up to project multimedia.

If the classroom auditorium is only set up to use or project TV/VCR images, and you want to project

the simulation, then you have two options:

Large computer monitor (21” or more) for a small group

Computer projection system with LCD projector for large groups

7.2. Graphics/Color Issues

This interactive simulation is designed to work best in a screen resolution of at least 1024 by

768, with at least High Color (16 bit) color palette/depth.

7.3. Playback Problems

This section provides information to address playback problems.

7.3.1. Video Skips and Hesitations

This program is not designed for older computers. Skips and hesitations in the video indicate that part of

your computer is not processing quickly enough. This is generally caused by a lack of CPU processor

speed, amount of physical memory (RAM), or both.

If you have the minimum system requirements, you may be able to improve performance by closing all

other applications and/or decreasing your desktop resolution. You can also try playing the simulation

in the minimized screen version rather than full screen.

7.3.2. No Sound

Double-check the wires—be certain that the speakers have electricity, that all the connections are in the

right places, and that the speakers are turned on and the volume is high enough.

If you still do not have sound, contact your computer support technicians and tell them you may have a

problem with your sound card or speakers.

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